Search Documents

By Reinhardt Thiessen

"INTRODUCTION Coal is a complex substance consisting of many different constituents representing many chemical compounds, very few of which are known. It is homo genetic, however, in that it is derived almost entirely from plants. But plants as a whole are complex, being composed of a large number of tissues, each consisting of a large number of cells in a great number of arrangements and composed of a number of chemical compounds in great variety of proportions, and enclosing a large number of waste products representing a large number of' chemical compounds as cell contents. Coal should therefore be expected to be a very complex substance.That coals are formed from plants is no longer debated, but the manner in which coal was formed from the plants leaves many problems still unsolved. However, in general it is now conceded that all coals of all ranks and ages had their origin in deposits completely analogous to our peat deposits of today and that coal formation is a process that runs through the whole series, beginning with peat, and through, the various ranks of lignite, subbituminous, high-, medium-, and low-volatile bituminous, semianthracite, and anthracite in a related chain. In the study of coal, it is therefore of the utmost importance to study and to know not only the plants contributing but .also the manner in which they are transformed into the substances forming the deposits. It is therefore of the greatest value to review briefly the formation of :,eat as it is known today, and to inquire into the facts as to what plants contribute to peat, what parts and products prevail, what are the chemical compounds that enter and which prevail."

Jun 1, 1947

? A roof bolter reaches for a lever while guiding the drill with his other hand. Since he's watching the drill and many of the controls look and feel alike, he hits the wrong control and crushes his hand. ? Six hours into the night shift, an ore truck driver dozes off. The truck plows over the berm and down into the pit. ? Fleeing a afire, a face crew sees smoke in the intake entry. Assuming the fire is ahead, they cross over to another entry, but soon encounter even worse smoke. These very different accidents have at least one factor in common: the human factor. The actions, decisions, thoughts, or perceptions of one or more humans contributed to the accident. These are just a few examples of safety problems researched by the Human Factors Group of the Pittsburgh Research Center, U.S. Department of Energy.

Jan 1, 1998

By Robert H. Peters

How can employees be stopped from engaging in unsafe work practices? It is often easier to prevent employees from performing unsafe acts through manipulations of the work environment than through various training or motivational programs. Therefore, it is important that accident prevention programs seek to identify the reasons for the unsafe behavior and to redesign tasks and the work environment (e.g., tools, equipment, physical surroundings) in order to remove employees from sources of harm and to prevent situations from arising that would prompt them to perform unsafe acts. Unfortunately, in the mining industry the work environment is often innately hazardous, rapidly changing, and difficult to predict, making it very difficult, perhaps impossible, to fully protect the employee by environmental manipulations. Therefore, it is important that effective methods be identified for influencing mine employees to work safely. Various strategies have been used to convince employees to avoid unsafe acts and/or adopt self protective behaviors. The intent of this article is to provide guidance to mine operators concerning the use of four techniques for influencing mine employees to work safely: (1) employee surveys, (2) incentives, (3) fear communications, and (4) disciplinary actions.

A construction material based on plasticized sulfur and mineral aggregate, that is superior in corrosion resistance and strength to portland cement concrete. The material can be used in the chemical, metallurgical, and fertilizer industries, and will also provide an attractive market for by-product sulfur resulting from compliance with pollution regulations. How It Is Made Sulfur concrete is thermoplastic material. Plasticized sulfur is mixed with sand and gravel aggregate heated to 375-400° F. The sulfur melts and acts as the binder or cement. The sulfur concrete is poured hot and sets at a temperature of 200° F. Full strength is attained in a few hours, compared to several days for portland cement concretes. Sulfur concrete even pours and sets in freezing weather. Although unmodified sulfur with aggregate will produce a sulfur concrete with good initial properties, it undergoes crystallographic modifications, and deteriorates with time, particularly when exposed to moisture or freeze-thaw conditions. The Bureau of Mines has developed plasticizers which, when reacted with the sulfur, give sulfur concretes with excellent moisture and freeze-thaw resistance. The plasticizers are based on mixtures of dicyclopentadlene (DCPD) and ollgomers of cyclopentadiene. About 5 percent by weight of the plasticizers is reacted with molten sui fur for several hours. The sulfur cement can be used directly or allowed to solidify for easier handling and storage.

Jan 1, 1981

By Michael J. Brnich

Since 1991, Pittsburgh Research Center (PRC- formerly part of the Bureau of Mines) researchers have recorded extensive interviews with 30individuals who are experts in the area of mine emergency response. These individuals, who have an average of 35 years of mining experience and 29 years of mine emergency response experience, related stories and observations from events that they experienced during their combined 850 plus years in mine emergency response. The purpose of this effort was to gather information that could be passed onto both today?s and tomorrow?s mine emergency responders to train and guide them in handling future events. This is the second of two articles which report experts responses to questions about training for future mine emergencies. During the interviews they discussed how training should be conducted, who should be trained, and what topics should be included. This article will cover the third area: Topics that should be included in training for mine emergency response managers.

Jan 1, 1997

By L. D. Tracy

"IntroductionOne of the problems which the coal-mining industry must solve in the next few years is the redaction of its ever-increasing timber bill. This includes pit posts, mine tees, timber sets, and brattice boards. As an example of this increase, the following table of timber prices from the records of a coal company in western Pennsylvania, in a district where the supply of most of the different kinds of timber used can be shipped from points within the State, is self-explanatory: Present conditions seem to indicate the continued upward trend ox the cost of mine timber, although the regrettable calamity that has visited the chestnut timber in Pennsylvania may temporarily hold the price of some types of mine timber on a level basis. On account of the chestnut blight, many farmers will undoubtedly begin to convert their chestnut trees into timber before they become a total loss. This may provide, for the time being, a sufficient supply of mine timber to check the steadily rising prices.The local lumber producers are turning their attention to the production of the larger sizes of timber and lumber on account of an unfavorable price on mine ties. From the foregoing table, it is seen that the average advance in the price of ties during the period 1914 to 1920 is 52 per cent, while timber sets and mine car plank increased in value 60 per cent. Amore striking illustration is the fact that a 6 by 8 inch by 6 foot tie sells for 42 cents or at the rate of $17.50 per 1000 board feet; yet mine car plank and timber sets have a value of $48 per 1000 feet, an advantage of $30.50 in favor of the heavier timber.The supply of coal in Western and Central Pennsylvania will last for a long period and it is for the possible future demand for timber that the coal companies must provide. While steel, concrete, and other materials may, in many cases, prove an acceptable substitute, there is no doubt that timber will always be in demand."

Nov 1, 1926

By Floyd D. Varley, C. M. K. Boldt

Toolbox training is often described as short, informal training conducted at a worksite by technically competent persons for the benefit of a work team. The key feature of toolbox training is the focus on a work team and what is important to that group in its workplace. Toolbox training conducted by peers can connect miners and establish the feeling that the hazard is a real threat to them. This feeling can bridge the gap between delivery of a safety message and behavioral changes that can prevent an accident. Toolbox training is a popular form of "maintenance" training that should not be used to teach a new skill. The 10- or 15-minute toolbox session is simply too short a time to teach or learn a new skill and test for skill development. However, the toolbox format is an excellent way to inform workers of changes in workplace rules, conditions, or hazards by bringing the discussion of change to the level of the work group and suggesting how a change will affect the way workers perform their jobs. Toolbox training should be structured to address a very specific hazard. That is, the hazard source should be identified and the effect of the hazard on the worker described. The temptation to discuss a safety subject in broad terms will result in an equally vague result. For instance, discussing "equipment guards" is inappropriate for a 15-minute training session. There simply is not enough time to cover all the hazards and their remedies. A more appropriate topic would be "placing guards on a conveyor return roller" or "hazards of cleaning a conveyor return roller." Each topic is concise enough to allow the trainer time to define a particular threat to the safety of miners and discuss ways to defend against that threat. The clearest way to a safe workplace is to identify hazards methodically and eliminate them. This cannot be done with sweeping, generalized training. Some best practices that will protect a worker from the hazard should be presented, and the hazard should be located at the specific worksite. Toolbox training is an opportunity for the work team to participate in learning and share experiences and knowledge, often through storytelling. Storytelling is an ancient form of passing along information in an entertaining way. It is entertaining because it draws the listener in with imagination and creativity. Stories told within work groups are a way for miners to exchange experiences in which they made mistakes that resulted in an accident or a near-miss and learned a valuable lesson. Thus, co-workers can learn from others without the pain or fear that accompanied the storyteller's learning path. To encourage these shared experiences, the people in the group must be comfortable with one another. Participation doesn't stop with listening to a near-miss story or informing the group of an unsafe work practice. Participation by sharing experiences, knowledge, and skills should lead toward action in changing the unsafe tool, practice, or machine (Wallerstein, 1992). This power to change is called empowerment. Empowered workers use toolbox training sessions to discuss a problem; direct their own knowledge, experience, and talents in the context of their work environment to solve the problem; and put into practice what they have learned by sharing (Baker, 1992). A worker is much more likely to implement changes they have contributed to creating than changes forced upon them. Toolbox training functions best when the group size is small (under 20) and composed of workers with similar job functions. While combining all workers on a shift or multiple shifts may be convenient, the level of participation will drop dramatically as group size increases and participants are less connected. Similarly, when the work group participants are from different job functions, keeping the materials relevant to the individual becomes more difficult. The role of management in the toolbox training system is to communicate among various groups so that all groups at a mine site are hearing the same message. In very small operations, combining work groups can be productive if the trainer can promote open discussions and lead the group to solutions that address the needs of all and not let one group or individual dominate the discussion. WHY USE NARRATIVE METHODS An effective communications tool is to use stories as a means of describing a hazard and its consequences. Historically, using stories to transfer knowledge between individuals of the same and different generations is well established. All good stories share the same elements required to communicate safety principles. Stories require a setting (the part of the workplace), a plot (the circumstances that lead to a hazard), the solution (best practices), the lesson (what can happen), and the result (what will be done to prevent the hazard) (Dennehy, 1999).

Jan 1, 2002

By Greenwald, H. P

The Bureau of Mines has been conducting experiments on the explosibility of coal-dust in the experimental mine for more than 17 years. The results have been published from time to time3, and a forthcoming technical paper4 will summarize the results and discuss them in some detail. The present paper will be limited to a statement of the more important facts that these researches have discovered.

Apr 1, 1929

By John W. Finch

The Secretary of the Interior acting through the Bureau of Mines and the Geological Survey is authorized by the Strategic Materials (Public No. 117 - 76th Cong., Chapter 190 1st Sess.) to make investigation concerning essential minerals of which the quantities or grades obtainable from known domestic sources are inadequate. The Bureau of Mines, in carrying out its part of this program, may investigate deposits of such minerals in whatever manner may be necessary, in order to determine (1) the extent and quality of the are, (2) the most suitable method of mining and beneficiating it, and (3) the cost at which it may be produced. The essential objective in doing these things is to determine where and how supplies of minerals and metals of which domestic production is usually inadequate might be obtained in a national emergency, even though at higher cost than usual.

Jan 1, 1939

By Travis Rhoden

Merriam Webster?s Collegiate Dictio­nary (1996) defines team as ?a number of persons associated together in work or activity? and teamwork as ?work done by several associates with each doing a part, but all subordinating personal prominence to the efficiency of the whole? (page 1209). According to Dr. Geller, author of Building Successful Safety Teams: Together Everyone Achieves More (1998), a team of people working together for industrial safety consists of as few as two people or as many as fifteen who have complementary skills, assignments, or abilities for completing a particular task. Effective teams have members who share a common mission and relevant goals, and they share specific methods to reach their goals and accomplish their mission. They also have an evaluation system in place for holding themselves mutually accountable for goal-directed responsibilities.

Nov 1, 1998

By J. W. Paul

Mine foremen are employed in coal mines for two reasons: First, so that the underground work. may proceed in an orderly manner and that each employee gives attention to his duties; and second, by reason of the State law which re- quires the employment of such officials to see that the laws relating to safety are carried out. It may be seen that, with these two duties, the foreman has wide scope of authority and much responsibility. As foreman of operations he has to meet certain economic questions that contribute to the cost of producing the coal, and as the agent of the State he must also supervise and coordinate the work in such manner as to insure that the employees work under safe conditions. As the roof of coal mines is the source of the greatest hazard naturally the care of the roof must take much thought and planning on the part of the fore- man; and this circular is therefore presented to call attention to some things he may do to prevent injury to the workmen by falls of the roof material or coal. Mine foremen, in the principal coal-producing States, are certified by a State board which prescribes certain qualifications, experience, and character, attested by examination and personal endorsement. Certified foremen, therefore, are men who have had experience underground and know roof conditions and timber- ing methods. The suggestions herein are based upon observations made at many mines and collectively embrace practices that have been found to be in effect and pro- moted by experienced mine foremen:

Sep 1, 1930

By Michael J. Brnich

Since 1991, Pittsburgh Research Center (PRC- formerly part of the Bureau of Mines) researchers have recorded extensive interviews with 30 individuals who are experts in the area of mine emergency response. These individuals, who have an average of 35 years of mining experience and 29 years of mine emergency response experience, related stories and observations from events that they experienced during their combined 850 plus years in mine emergency response. The purpose of this effort was to gather information that could be passed onto both today?s and tomorrow?s mine emergency responders to train and guide them in handling future events.

Jan 1, 1997

By J. W. Paul

A superintendent is one who has the oversight and charge of some organiza- tion or enterprise, with porer of direction. The superintendent of a coal mine is the official who is in general charge of conducting the operation of the nine for the purpose of producing coal; he is accountable to his superiors for all matters that relate to the cost of production and safety in operation, ed under him are all the underground officials and other personnel making up the mine organization. The responsibility of the superintendent covers all the principal phases of mining, purchases of materials, issuance of supplies, accounting, and upkeep of the property and equipriont. In a broad sense, the superintendent must view his job as embraced under four gneral heads: (1) Construction, (2) instruction, (3) supervision; and (4) discipline. The degree of efficiency with which each of these phases of his work is conducted is a measure of the safety factor which the superintendent injects into his job. Injury to workmen and damage to property may be due to neglect of one of these general headings; as for example in the collapse of a scaffold there has been faulty construction which may be found upon investigation to have been the result of faulty instruction or lack of instruction. It may be that the condition of the scaffold was not ascertained in advance of its collapse through faulty supervision, or the discipline of the workmen had been neglected.

Sep 1, 1930

By R. J. Matetic

Researchers associated with the National Institute for Occupational Safety and Health (NIOSH), Pittsburgh Research Laboratory (PRL), are investigating injuries (fatal and nonfatal) attributed to water well drillers during well drilling activities. Injury data, obtained from various sources, suggest that many water well drillers are experiencing unnecessarily high insurance premiums and very avoidable citations or violations from the direct result of accidents, injuries, and fatalities occurring throughout the water well drilling industry. Expensive insurance premiums and unnecessary citations are the direct result of poor health and safety practices. Visits to numerous water well drilling sites were conducted by NIOSH personnel to characterize and identify the injury data collected and to provide inexpensive strategies to prevent, minimize, and eliminate safety and health issues associated with water well drilling activities.

Jan 1, 2001

By R. S. Dean

In an earlier paper Dean and Hersberger5/ gave preliminary results a d discussed briefly the use in flotation of organic reagents of the type known in the textile industry as "wetting agents.? These reagents are those with a molecular structure comprising a long hydrocarbon chain attached to a. highly molar or hydrorhile group in such manner that ionization is nearly complete in dilute solution and the resultant ionic grouping has a very considerable hydrophile-lipophile unbalance in the structure. As a result of this characteristic structure these reagents are more or less powerful frothers and emulsifiers. Ten the degree of hydrophile-lipaphile unbalance is sufficiently great and specific chemical factors are absent these compounds behave in flotation as noncollecting frothers insensitive to reason¬able changes of pH.

Jan 1, 1937

By D. Harrington

The placing of much, sometimes practically all, of the burden of the expense of mine accidents on the shoulders of the mine operator by compensation laws, and the fact that the problem of protecting the life end limb of workers is now by public opinion largely if not wholly passed to each industry to solve (and present-day thought strongly supports the justice of both of these propositions), are forcing industrial organizations into accident-prevention. Work. This policy is being adopted not alone to protect the companies; in addition, executives alert to their opportunities and obligations are taking part in this work personally to protect themselves. The functions of industrial executives in accident-prevention work are becoming numerous and complex. Executives who are logical in their reasoning, quickly see that before a company can constantly ask or expect the workers to heed safety suggestions, the company and its officials must "put their house in order" by laying down a concrete, definite safety program. For mines this includes primarily adoption of a to a logical mining method, the installation of safe miming equipment and practice the netting forth in definite form (preferably do a printed pamphlet) of the company's minimum safety requirements, and the organization of its operating officials into an accident-prevention body. After the company has its own affairs so arranged that it can go to its workers with "clear, hands" in promoting a safety program, the real work begins; and this is especially applicable in mining.

Jan 1, 1939

By Michael J. Griffin

Science involves the study of the nature and behaviour of natural things and the knowledge we obtain about them. Scientific endeavour leads to the unfolding of new knowledge and adjustments to our understanding and our behavior. To indicate that we ‘know’ something may merely mean we do not feel able to, or that we do not wish to, disagree with others who claim to know; or it may mean we have either heard about it, or studied it, or understand part of it, or accept that it is true, or have seen evidence to be convinced of its veracity. What do we ‘know’ about the health effects of vibration? There are many unknowns in the field of human responses to vibration. Not all would agree on what is known and what is unknown. This paper seeks to summarize what we know that we know, what it is sometimes claimed that we know, and what we know that we do not know about the relation between exposures to vibration and our health. It also speculates on what we do not know that we do not know. Hand-transmitted vibration What we know we know We know that exposures to hand-transmitted vibration result in various disorders of the hand, including abnormal vascular and neurological function. Not all frequencies, or magnitudes, or durations, of hand-transmitted vibration cause the same effects. What we may claim to know To enable exposures to be reported and compared, they are ‘measured’ and ‘evaluated’ using defined (e.g. standardised) procedures. This involves identifying what is to be measured and specifying how it is expressed by one (or a few) numbers. Summarising a vibration exposure in a single value involves assuming the relative importance of components within the vibration (e.g. different magnitudes, frequencies, directions, and durations), so standards define ‘weightings’ for these variables. The importance of the weighted values may also be suggested, allowing ‘assessments’ according to a criterion (e.g. the probability of a specific severity of a specific disease). Standards for the measurement and evaluation of hand-transmitted vibration define a frequency weighting and time dependencies that allow the severity of vibration exposures to be assessed and the probability of finger blanching to be predicted 1. What we do not know We do not know that the frequency weighting in current standards reflects the relative importance of different frequencies and axes of vibration in producing any specific disorder. We do not know whether the energy-based daily time-dependency inherent in A(8) reflects the relative importance of vibration magnitude and daily exposure duration. Consequently, the relation between A(8) and the years of exposure to develop finger blanching, as in an appendix to ISO 5349-1 (2001), is not well-founded. We do not know, or at least there is no consensus on, the full extent of the disorders caused by hand-transmitted vibration (e.g. vascular, neurological, muscular, articular, central), or the pathogenesis of any specific disorder caused by hand-transmitted vibration, or the roles of other factors (e.g. ergonomic factors, environmental factors, or individual factors). We know that acute

Jan 6, 2006

By David Hoadley, Kenneth R. Maser, Ashok B. Boghani, James E. Billar, D. Randolph Berry, Mackenzie Burnett, Robert H. Trent

A. 3 Program Description The computer program developed to simulate events in the case of fire in the mine is described in this section The description is divided into three parts. 1. Program Capabilities This part summarizes what inputs can be changed, what outputs can be obtained and demonstrates program flexibility through suggested uses.

Jan 1, 1976

By P. G. Guest

"INTRODUCTION Need for More information on Spark IgnitionMany questions have yet to be answered more completely concerning the ignition of flammable gases and vapors by electric sparks. Among these one might mention the following: How do the mixture limits for ignition by sparks and by other means compare? Are the most explosive mixtures of the gases the most easily ignited? How ""hot"" must the spark be or what is the minimum energy required for ignition? Does the electric spark act merely as a source of thermal energy or do aggregations of ions, electrons, and metastable atoms formed during and just before the spark play an important part in promoting chemical reactions that ultimately lead to ignition? It is possible for ignition to occur as a result of a silent or brush discharge? How do the ignition energies with single and rapidly recurring sparks differ? What is the relative effectiveness of long, tenuous sparks in ignition as compared with intense, short-gap sparks of equal energy? What is the influence of the material, size, and shape of the spark electrodes? Does the energy for ignition change noticeably with moderate changes in pressure and temperature of an enclosed gas mixture? What order of lag exists between the occurrence of an incendiary spark and the first evidence of flame propagation? What part of a spark in space and time is most effective in producing ignition? Answers to these questions bear directly on the general problem of flame initiation and propagation and, if sufficiently comprehensive, should contribute much to an understanding of the actual mechanism of combustion."

May 1, 1944

By Fred C. Turin, Lisa J. Steiner, Kim M. Cornelius

Like many experienced workers, remote control continuous miner operators perform their everyday jobs making choices and decisions that they may not consciously think about. While performing tasks, they are continuously processing feedback and cues which guide them for the next move. Initial training teaches the operators the tasks necessary to operate the equipment and perform the job. However, with experience they are better able to deal with hazardous conditions and non routine situations. To better understand what potential cues and feedback help to guide the operators, a questionnaire was developed to learn what factors affect decisions. Operator responses address issues related to specific tasks, equipment operation, visibility, lighting, and communication issues. The information collected is useful to understand what cues experienced operators use to make task performance decisions. Results will be used to develop interventions and training for safe and effective operator performance.